280 Ace theTOEFLEssay (TWE) 52. The distinguished senator greeted the audience and thanked their attendance. a. thanked their attendance. b. thanked them for attendance. c. thanked them attendance. d. thanked them for attending. e. thanked their attending. 53. I hate you talking with your mouth full. a. you talking with your mouth full. b. your talking with your mouth full. c. your talking with your full mouth. d. you talking with your full mouth. e. your talk with your mouth full. The speaker hates your talking, the object, not the person, who is you. 54. The man asked would we move our car . a. would we move our car. b. if would we move our car. c. if we w ould mo ve our car. d. if could we move our car. e. if we could have moved our car. These kinds of sentences are called embedding, where one sleeps inside another. They need to follow this pattern: S–V–(sometimes question word)–S–HV–V. The test is tricky with these, especially in questions. HV = helping verb. 55. The man asked point blank what would we do. a. what would we do. b. what we w ould do. c. what we could do if. d. what would we be doing. e. what would we have done. TOEFL Internals flowed 7/13/07 3:36 PM Page 280 281 Tips to Help You Ace Sentence Corrections 56. I would rather have been defeated than to have given up. a. have been defeated b. be defeated c. be in defeat d. been defeated e. have been being defeated No error. 57. If I had took the pen, would I still be here? a. If I had took the pen, b. Had I took the pen, c. If I had taken the pen, d. Have I taken the pen, e. If I had’ve took, Conditional. Had + V3 (Always!) 58. The best-wrote poem is always clear and concise. a. The best-wrote poem b. The best-writ poem c. T he best-written poem d. The better-written poem e. The better-wrote poem V3 is always the adjective, not v2. V2 looks like the adjective some- times, but that is when we have a regular verb that does not change from v2 to v3. Ex: The quickly walked mile is good exercise. 59. Had he went to the military, he’d be a man by now. a. Had he went to the military, b. Had he gone to the military, c. If he had went to the military, d. If he would have went to the military, e. If he had’ve went to the military, Had + V3. TOEFL Internals flowed 7/13/07 3:36 PM Page 281 282 Ace theTOEFLEssay (TWE) 60. We reported the incident on the bridge to the captain. a. We reported the incident on the bridge to the captain. b. We reported on the bridge the incident to the captain. c. We reported the bridge on the incident to the captain. d. We reported the captain to the incident on the bridge. e. We reported the incident to the captain to the bridge. No error. TOEFL Internals flowed 7/13/07 3:36 PM Page 282 (See page 291 for a list of abbreviations used in this book.) Ablaut—Called gradation, the simple past tense of an irregular verb is formed by the changing of the internal vowels as opposed to the addi- tion of -ed to the base form of a verb in regular verbs. See the Irregular Verb List in Supplement I. Action verb—One that indicates movement or action on thepart of the agent, usually the subject: eat, hit, run. Active sentence/voice—A sentence wherein the subject does the action, usually to the direct object. Adjective—Part of speech that describes a noun, word, or phrase acting as a noun. Adjectival—A word, group of words, or clause that describes a noun or its equivalent, called such because it is not an adjective but functions as one. Adverb—Part of speech that describes a verb, an adverb, or an adjective, or the equivalent thereof. Adverbial—A word, phrase, or clause that functions as an adverb but is not one; generally answers the questions of where, when, why, how, and to what degree. Glossary TOEFL Internals flowed 7/13/07 3:36 PM Page 283 284 Ace theTOEFLEssay (TWE) Agreement—The coordination of the subject and verb, pronoun and antecedent (word renamed); assumption through diction that audience is of like ideology. Analogy—A comparison presented in the form of a story. Appositive—A word or phrase that renames a noun, restrictive or nonre- strictive. Article— a, an, the. Audience—The reader of your paper or the person who listens to the material. Three kinds: (1) hostile, (2) wavering,(3) like ideology. Auxiliary verb—Verb that helps the main verb in a sentence to indicate exact time; it is a be verb or, in the perfect tense, has, have, or had. Be verb—The conjugation of the verb be; acts as (1) auxiliary verb with a main verb or (2) linking verb when it’s the only verb in the sentence. BOYFANS—Acronym to indicate the coordinating conjunctions that link two independent clauses. See coordinating conjunctions. Brainstorming—A prewriting strategy used to think of ideas for a paper. Causative verb—A verb that indicates the influence of one person over another or a person as the cause of something that is done to something else. Common verbs are get, have, make. Clause—Usually, a construction that has a subject and a verb. There are two kinds. (1) IC = independent clause—stands alone, conveys com- plete thought with no other assistance (e.g., I ate). (2) DC = dependent clause (called subordinate clause)—requires the presence of an inde- pendent clause to complete the thought initiated (e.g., When I ate, I was full ). Requires (in this text) the presence of a subordinator to make it a DC: When I ate . . . When is the subordinator. Note: There are verbless clauses, but we are concerned with survival grammar and easily recog- nizable constructions. Colon—The sign : used to set off a series or a list or to present crucial infor- mation. Comma—The sign , used to set off ICs, DCs, afterthoughts, or a list of items. Comma splice—The linking of two independent clauses without a coordi- nating conjunction and a comma. It is wrong. Ex: I ate, I went home. Complement—A word or phrase that renames another, usually subject or object. Ex: (1) subject: I am angry. (2) Indirect object: I gave him, my friend, my book. (3) Direct object: They made him captain. TOEFL Internals flowed 7/13/07 3:36 PM Page 284 285 Glossary Conjunction—A word that subordinates, combines and/or coordinates and/or correlates ideas, phrases, sentences, clauses, and paragraphs. There are three main kinds: 1. Subordinating conjunction—Called a subordinator; makes an inde- pendent clause dependent. Ex: While you were at the store, I received a call. Is usually a time word of duration or a preposition. 2. Coordinating conjunction—Links two independent clauses, preceded by a comma at the second clause. When moved to the initial position in the first clause, many become a subordinator or conjunctive adverb, thereby taking a different function and creating new punctuation— at times. BOYFANS = but, because, or, yet, for, and, neither, nor, so I left, but I came home. I ate, because I was hungry. I will go with her, or I will stay here with you. I ate two hours ago, yet I am still hungry. For = archaic: He ate, for he was famished. I love to ski, and I love hanging around the house. I do not drink; neither does he. I didn’t stop at the market, nor did I want to attend to other problems. He had some coffee, so I joined him. 3. Correlative conjunction—Links two phrases of equal weight. Either/or: Either you stop or I will. Either go or stay. Neither/nor: Neither he nor I like the opera. Neither Sally nor her husband showed up last night. Conjunctive adverb—These are conjunctions that act as transitions, show- ing some connection, either by comparison or contrast. Ex: Therefore, consequently, etc. Diction—Word choice. There are two kinds. (1) Abstract—to speak in words that do not say exactly what one thinks; usually the modifier uses comparisons that are intangible, describing in a way that seems to be true or using flowery language. For example, to say a woman moves TOEFL Internals flowed 7/13/07 3:36 PM Page 285 286 Ace theTOEFLEssay (TWE) like a gentle wind is abstract. (2) Concrete—to speak in terms that are considered down-to-earth, describing perhaps why a person is nice, using examples that tell a true story. For example, to say that a woman who helped an injured animal is compassionate is concrete. Note: The audience (hostile, wavering, like) determines the diction, and that determines the tone conveyed in the writing. Dynamic verb—An action verb, sometimes called a lexical verb. Ex: eat, run, walk, hit. Ellipsis—The sign … used to indicate the omission in writing or speech of words that are readily understood. Embedding—The presence of a dependent clause inside a larger inde- pendent clause, usually with relative clauses or through an ellipsis- shortened construction. Ex: The little dog that I hurt accidentally ate the steak. Evidentiary statement—The sentence(s) in the introduction that follow the thesis statement. The evidentiary statement gives evidence to support your thesis. Fragment—A sentence that is not complete. Ex: After the game. This is wrong! Free writing—Prewriting strategy used to help a writer think of topics to write about. Genitive—The possessive form. Two methods: (1) prepositional phrase ( The tears of a child cause sadness); (2) apostrophe + -s (The child’s tears cause sadness ). Gerund—Base form of the verb + -ing; functions as (1) subject, (2) direct object, (3) reason (adverbial). Gradation—Called ablaut, the simple past tense of an irregular verb is formed by the changing of the internal vowels as opposed to the addi- tion of -ed to the base form of a verb in regular verbs. See the Irregular Verb List in Supplement I. Grammar—The systematic structure of words (morphology), sentences (syntax), and the different possibilities of the constructions through the rules involved therein. Idea book—Prewriting strategy employed to generate ideas. Writer carries it with him to write down ideas as they occur to him. Image—Like a symbol, a recurring picture that signifies something different TOEFL Internals flowed 7/13/07 3:36 PM Page 286 287 Glossary than what it actually is. Incubating—Prewriting strategy where the writer takes time away from the project to think over things, letting the trees be cleared to see the forest. Independent clause—A clause that can stand alone (e.g., I finished class at 9:00 ). Infinitive— To + base form of a verb; functions as (1) subject, (2) direct object, (3) reason (adverbial). Intransitive verb—A verb that does not require a direct object. Irregular verb—A verb that has a simple past tense that is not formed by adding -ed to the base form of the verb. The past tense is usually formed by gradation, a process whereby the internal vowels change. Ex: sit, sat. Lexical verb—A verb that functions with action, an action verb, as opposed to a be verb. Linking verb—One of the be verbs, called such when it is the only verb in a clause in conjunction with a subject complement, thereby linking the subject and its complement. Logical fallacies—Errors in logic, commonly taken or posited as a basis for an argument. Logical fallacies are flaws in arguments that make them illogical. Avoid these, because they destroy the grade. Some writers use them, because they think the average person cannot see the error in reasoning. Further, these are common in advertising. See below. • Circular reasoning —Involves using the same material for support of an argument as contained in the argument itself. Ex: It takes a long time to write on a computer, because it is so time-consuming. • A d hoc, ergo propter hoc —After this, therefore, because of this. Ex: John started swimming last year with a shower cap on. He has practically gone bald in the past year. The shower cap must be the reason for his bald- ness. • Ad hominem—Toward the person. This attacks a certain point of logic by attacking the person who came up with it. It’s very common in elections. Ex: Senator X was late on paying back a loan five years ago, so we need to disregard his plan for reducing the federal deficit. • Hasty generalization—Commonly called stereotyping; attributes char- acteristics of one person to other persons in his same classification, including belief system, profession, nationality, and ethnic origin. TOEFL Internals flowed 7/13/07 3:36 PM Page 287 288 Ace theTOEFLEssay (TWE) Ex: Because Minister Z did that, all the ministers are like that. • Red herring— The body in a paper completely deviates from the the- sis statement. (This should not be a problem when working with evi- dentiary statements.) • B egging the question—The argument is based on a thesis statement that is assumed to be true but, in fact, may not be true; therefore, the entire argument is illogical. Ex: Because 1 + 1 = 3, 2 + 2 = 6, . . . • F alse analogy—Telling a story to exemplify a point, in relation to a sit- uation at hand, when the story told is really irrelevant. Comparing apples and oranges. • Either/or —The writer poses an argument drawing a line between those who believe in the same things he does and those who do not. Those who do not are presented as being in some way inferior, because they do not buy into what he thinks. Mapping—Prewriting strategy used to generate ideas. Metaphor—An implied comparison of two different things, usually drawn out. Ex: He crept silently, stealthily, ears back, then pounced on his son. From this description, he seems like a cat. Modifier—Adjective or a word acting as an adjective. Modify—Describe. Motif—A recurrent element in a written work. Can be a recurring phrase, image, methodical approach to form, diction, quotations, etc. Narrator—The style in which a piece, usually fiction, is conveyed, by the use of the pronouns employed. Three kinds: (1) first person—uses I as the storyteller and has a limited point of view; (2) second person— employs you in the story to relate the events (uncommon); (3)third per- son—sometimes called the omniscient narrator, because the writer can jump into any person’s mind, use any personal pronoun, and see all things in the story. Object—(1) Direct object: Receives the action from an action verb. Ex: I hit the car. (The subject performs the action.) (2) Indirect object: Generally, the DO is required in the construction, and the IO is affected by the action from the action verb but is not directly in receipt of it. Ex: I gave him the book. He did not receive the giving, but he did receive the gift. A different position: I gave the book to him. (3) Object of preposition: I like to swim under the water. Water is the object of the preposition under. TOEFL Internals flowed 7/13/07 3:36 PM Page 288 289 Glossary Participle—A form of a verb that functions in a different manner than is normal. Past: The boiled salmon smelled terrible (acts as adj.). Present: Boiling oil is a weapon (acts as adj). Note: A gerund is a participle. Participial phrase—The participle plus a noun (usually). Passive voice—The opposite of active voice; the subject in a sentence is acted upon by the object of the preposition by. Ex: He was hit by the ball. No direct object is present. Pattern of development—The technique a writer uses to develop a paper, and hence bring out his argument, such as comparison-contrast, extended definition, and cause-effect. Persona—The false personality or character that a writer takes on in a writ- ten work. For example, a writer may act as if he is uneducated; then, in the last sentence of a paragraph, he will write in powerful and informative diction to make his opinions have more significance. Phrase—A word or group of words, with a headword, that performs a spe- cific grammatical and syntactic function. For example, The old cat is my pet. The old cat is a noun phrase, with cat as the headword, and its syn- tactic function is subject. Note: The headword does not need to be a noun to be a noun phrase, but it needs to act like a noun in the sentence. Plot—The story within a story; in the midst of the major scenes, the specifics in the lives of the characters. Preposition—Indicates the position of a noun or the reference to an action. These are some examples: above, around, near, over, under, by. We say this is a pre[ before]position[place], because it precedes (comes before) a noun in a prepositional phrase. Many prepositions also function as adverbs or adverbials. Prep. phrase: We sat before our leader. We sat under the table. Pronoun—A word that takes the place of a noun (e.g., he, him). There are subject and object pronouns. Personal pronouns are not included here. Major kinds: • Relative—Used mainly to rename or describe a noun in a sentence: who (subj.—people), whom (obj.—people), whose (possessive—people or living things), which (things), that (people & things); it’s possible to add -ever to indicate the person or thing is unknown (excluding that). • Reflexive—Acts as (1) emphatic appositive or (2) direct object (or obj. of preposition). Singular: myself, yourself, herself, itself, himself. Plural: yourselves, ourselves, themselves. (1) I myself am tired. (2) I hurt myself. TOEFL Internals flowed 7/13/07 3:36 PM Page 289 . 280 Ace the TOEFL Essay (TWE) 52. The distinguished senator greeted the audience and thanked their attendance. a. thanked their attendance. b. thanked them. reported the incident on the bridge to the captain. a. We reported the incident on the bridge to the captain. b. We reported on the bridge the incident to the